本文關(guān)鍵詞：人教版與粵滬版初中物理教材比較研究　出處：《陜西師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 初中物理教材 教材比較 教材難度

【摘要】：教材是為了培育后代而精心選編的人類文化科學(xué)知識(shí)的載體。從內(nèi)容上看,基礎(chǔ)物理教材應(yīng)該包括物理知識(shí)、物理思想和物理方法。從結(jié)構(gòu)上看,基礎(chǔ)物理教材應(yīng)該包括一個(gè)基本結(jié)構(gòu)(即物理學(xué)的知識(shí)結(jié)構(gòu))和兩個(gè)滲透結(jié)構(gòu)(即能力結(jié)構(gòu)和評(píng)析結(jié)構(gòu)),后者是滲進(jìn)于前者之中的。中學(xué)物理教材的建設(shè)方針是在統(tǒng)一教學(xué)基本要求和統(tǒng)一審定課程目標(biāo)的前提下,有領(lǐng)導(dǎo)、有計(jì)劃地實(shí)現(xiàn)物理教材多樣化,以適應(yīng)我國(guó)不同地區(qū)各類學(xué)校。目前我國(guó)八個(gè)版本的初中物理教材,本論文選擇同時(shí)在2012年審定的新人教版和粵滬版初中物理教材進(jìn)行比較,兩套版本教材在體現(xiàn)新課標(biāo)要求的同時(shí)又在具體物理知識(shí)結(jié)構(gòu)編排上各具特色,具有一定的研究比較價(jià)值。了解每個(gè)版本教材物理知識(shí)的編排特色和難易程度,有助于我們較好地把握每套教材的本質(zhì),更好的實(shí)現(xiàn)我國(guó)物理基礎(chǔ)教育的目標(biāo)、方針和宗旨。由于每套教材編排形式各有側(cè)重和優(yōu)缺,難易程度不一,對(duì)其進(jìn)行深入地研究比較,挖掘各自特點(diǎn),有助于物理教師在教學(xué)過程中明確每套教材的優(yōu)越性,歸納總結(jié)、合理地選取并組織各套教材的優(yōu)勢(shì)內(nèi)容進(jìn)行實(shí)際教學(xué)。本論文最終目的,就是幫助一線教育工作者在教學(xué)過程中,能以整體為背景,分析各部教材的特點(diǎn),進(jìn)行有效教學(xué)。本研究以文獻(xiàn)研究法、比較法、統(tǒng)計(jì)法為主要研究方法。主要的研究?jī)?nèi)容為兩版教材中知識(shí)結(jié)構(gòu)、教材的呈現(xiàn)方式,包括欄目設(shè)置、探究實(shí)驗(yàn)、圖表等以及光學(xué)部分知識(shí)內(nèi)容的難易程度比較。比較結(jié)論如下：(1)兩版教材知識(shí)結(jié)構(gòu)比較整體而言,兩版教材都是按照2011年版的義務(wù)教育物理課程標(biāo)準(zhǔn)編排的,內(nèi)容相差不大,但是在順序展開方面,人教版除了按照模塊知識(shí)安排以外,還考慮了知識(shí)的邏輯順序。(2)兩版教材呈現(xiàn)方式比較從總體上看,兩版教材都注重實(shí)驗(yàn)教學(xué),關(guān)注課外閱讀材料,注重物理與科學(xué)、社會(huì)、生活的聯(lián)系。人教版欄目設(shè)置相對(duì)嚴(yán)謹(jǐn)細(xì)致,邏輯性較強(qiáng),實(shí)驗(yàn)類型明確,突出探究實(shí)驗(yàn),整本教材的設(shè)計(jì)比較有利于學(xué)生的自學(xué)�；洔妗敖痂�匙”教給學(xué)生物理學(xué)的思想和科學(xué)方法, “自我評(píng)價(jià)與作業(yè)”注重基礎(chǔ),相對(duì)簡(jiǎn)單,利用初中學(xué)生好勝心里,使學(xué)生在學(xué)習(xí)后有較強(qiáng)的成就感,增強(qiáng)學(xué)生學(xué)習(xí)物理的興趣。(3)光學(xué)難易程度比較從難度量化結(jié)果可以看出,在光學(xué)部分中,人教版內(nèi)容難度要高于粵滬版難度。人教版更注重知識(shí)的深度與廣度,粵滬版則更注重光學(xué)與學(xué)生生活實(shí)際的聯(lián)系,在社會(huì)生活與科學(xué)技術(shù)滲透方面更好一些。
[Abstract]:The textbook is a carrier of human cultural and scientific knowledge carefully selected to cultivate future generations. From the content point of view, the basic physics textbook should include physical knowledge, physical ideas and physical methods, and from the structure point of view. The basic physics teaching material should include one basic structure (that is, the knowledge structure of physics) and two permeable structures (namely the ability structure and the appraisal structure). The latter is infiltrated into the former. The construction policy of middle school physics teaching materials is to realize the diversification of physics teaching materials in a planned way under the premise of unifying the basic requirements of teaching and unifying the curriculum objectives. In order to adapt to all kinds of schools in different areas of our country. At present, eight versions of junior high school physics textbooks are compared in this paper, which is approved in 2012 between the new edition of junior high school physics teaching materials and the Yueh-Shanghai version of junior middle school physics textbooks. The two sets of textbooks not only embody the requirements of the new curriculum standard, but also have their own characteristics in the arrangement of specific physical knowledge structure. It is helpful for us to grasp the essence of each set of teaching materials and better realize the goals, principles and purposes of basic physical education in our country. Because each set of textbooks has its own emphasis and advantages and disadvantages, the difficulty is different. It is helpful for physics teachers to make clear the advantages of each set of teaching materials in the process of teaching and to sum up and sum up the advantages of each set of teaching materials. Reasonable selection and organization of each set of teaching materials for practical teaching. The ultimate purpose of this paper is to help front-line educators in the teaching process, with the overall background, analysis of the characteristics of the teaching materials. The main content of this study is the knowledge structure in the two editions of textbooks, the presentation of teaching materials, including column setting, inquiry experiment. Comparison of the difficulty and ease of knowledge content in the optical part. The conclusion of the comparison is as follows: 1) the knowledge structure of the two editions of the textbook is compared as a whole. The two textbooks are arranged according to the 2011 edition of compulsory education physics curriculum standards, the content is not different, but in the order of development, in addition to according to the module of knowledge arrangement. Also considered the logical sequence of knowledge. 2) the presentation of the two versions of the teaching materials from the overall point of view, the two editions of the textbook focus on experimental teaching, pay attention to extra-curricular reading materials, physics and science, society. People education version column set up relatively rigorous and meticulous, logical strong, the experimental type is clear, outstanding inquiry experiment. The design of the whole textbook is beneficial to students' self-study. "Golden key" of Yueh-Shanghai edition teaches students the thought and scientific method of physics, and "Self-evaluation and homework" pays attention to the foundation and is relatively simple. Make use of junior high school students' good will to win, make the students have a strong sense of achievement after studying, enhance the students' interest in learning physics. 3) the degree of optical difficulty can be seen from the difficulty quantification result, in the optics part. The content of the edition is more difficult than that of the Shanghai edition, which pays more attention to the depth and breadth of knowledge, and to the relationship between optics and the reality of students' life, and is better in the aspects of social life and the penetration of science and technology.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.7

【參考文獻(xiàn)】

相關(guān)期刊論文 前5條

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本文編號(hào)：1358574